[Pants-of-dog]

Neither of the above disprove my claims.

The California class is not CRT.

Instead, it is a class designed to look at the concept of ethnicity.

Should that be banned too?

[wat0n]

Neither of the above disprove my claims.

The California class is not CRT.

Instead, it is a class designed to look at the concept of ethnicity.

Should that be banned too?

Maybe you should actually read the curriculum, the very concept of "ethnic studies" is ideological and it's definitely not limited to simply studying ethnicity. Here are the guiding values and principles from the curriculum:

...

Guiding Values and Principles of Ethnic Studies

Given the range and complexity of the field, it is important to identify the key values of ethnic studies as a means to offer guidance for the development of ethnic studies courses, teaching, and learning. The foundational values of ethnic studies are housed in the conceptual model of the “double helix” which interweaves holistic humanization and critical consciousness. Humanization includes the values of love, respect, hope, and solidarity, which are based on celebration of community cultural wealth. The values rooted in humanization and critical consciousness are the guiding values each ethnic studies lesson should include. Ethnic studies courses, teaching, and learning are intended to

1. cultivate empathy, community actualization, cultural perpetuity , self-worth, self-determination, and the holistic well-being of all participants, especially Native People/s and Black, Indigenous, and People of Color (BIPOC);
2. celebrate and honor Native People/s of the land and communities of Black, Indigenous, and People of Color by providing a space to share their stories of success, community collaboration, and solidarity, along with their intellectual and cultural wealth;
3. center and place high value on the pre-colonial, ancestral knowledge , narratives, and communal experiences of Native People/s and people of color and groups that are typically marginalized in society;
4. critique empire-building in history and its relationship to white supremacy, racism and other forms of power and oppression ;
5. challenge racist, bigoted, discriminatory, imperialist/colonial beliefs and practices on multiple levels ; and
6. connect ourselves to past and contemporary social movements that struggle for social justice and an equitable and democratic society; and conceptualize, imagine, and build new possibilities for a post-racist, post-systemic racism society that promotes collective narratives of transformative resistance, critical hope, and radical healing.

Eight Outcomes of K–12 Ethnic Studies Teaching

The following eight essential outcomes for ethnic studies teaching and learning are offered to assist with K–12 implementation of ethnic studies:

(1) Pursuit of justice and equity––Ethnic studies did not arise in a vacuum. It arose with the intent of giving voice to stories long silenced, including stories of injustice, marginalization, and discrimination, as well as stories of those who became part of our nation in different ways, such as through slavery, conquest, colonization, and immigration. Ethnic studies should address those experiences, including systemic racism , with both honesty and nuance, drawing upon multiple perspectives. Ethnic studies should also examine individual and collective efforts to challenge and overcome inequality and discriminatory treatment.
The exploration of injustice and inequality should not merely unearth the past. It should also create a better understanding of dissimilar and unequal ethnic trajectories in order to strive for a future of greater equity and inclusivity. In the pursuit of justice and equality, ethnic studies should help students comprehend the various manifestations of racism and other forms of ethnic bigotry, discrimination, and marginalization. It should also help students understand the processes of social change and the role that they can play individually and collectively in challenging these inequity-producing forces, such as systemic racism.

(2) Working toward greater inclusivity––The ethnic studies movement arose because of historical exclusion and pursued greater inclusion. California ethnic studies should emphasize educational equity by being inclusive of all students, regardless of their backgrounds. This means incorporating the experiences and contributions of a broad range of ethnic groups, while particularly clarifying the role of race and ethnicity in the history of California and the United States. Yet, due to curricular time constraints, difficult choices will have to be made at the district and classroom level. While ethnic studies should address ethnicity in the broadest sense, it should devote special emphasis to the foundational disciplines while making connections to the varying experiences of all students.

(3) Furthering self-understanding––Through ethnic studies, students will gain a deeper understanding of their own identities, ancestral roots, and knowledge of self. Ethnic studies will help students better exercise their agency and become stronger self-advocates as well as allies and advocates for the rights and welfare of others.

Not every student has a strong sense of ethnic identity. However, all students have an ethnic heritage (or heritages) rooted in the histories of their ancestors. Building from the concept of student-based inquiry, ethnic studies should provide an opportunity for all students to examine their own ethnic heritages. Increasing numbers of students have multiple ethnic heritages.

For example, this search can involve the exploration of students’ own family histories. Through oral histories of family members and, where available, the use of family records, students can develop a better understanding of their place and the place of their ancestors in the ethnic trajectory of California and the United States. For students with non-English-speaking family members, this would also provide an opportunity to develop research skills in multiple languages. However, educators should be sensitive to student and family privacy, while also recognizing that factors like adoption, divorce, legal status, and lack of access to family information may complicate this assignment for some students.

(4) Developing a better understanding of others––The essential and complementary flip-side of self-understanding is the understanding of others. Ethnic studies should not only help students explore their own backgrounds. It should also help build bridges of intergroup understanding.

This interethnic bridge-building can be furthered in various ways. Obviously, it can be enhanced by exposing students to a wide variety of voices, stories, experiences, and perspectives through materials featuring people of myriad ethnic backgrounds. But bridge-building can also occur through the classroom sharing of students’ personal stories and family histories. In this way students can simultaneously learn to understand ethnic differences while also identifying underlying commonalities and personal challenges.
With mutual respect and dignity being emphasized, students will develop an awareness of and an appreciation for the complexity of diversity and how it continues to shape the American experience. Additionally, students will learn how to transform their appreciation of diversity into action that aims to build community and solidarity.

(5) Recognizing intersectionality––Ethnic studies focuses on the role of race and ethnicity. However, these are not the sole forces affecting personal identity, group identification, and the course of human experience. People, including students, are not only members of racial and ethnic groups. They also belong to many other types of social groups. These groups may be based on such factors as sex, religion, class, ability/disability, age, sexual orientation, gender identity, citizenship status, socioeconomic status, and language use.

For each individual, these multiple social categories converge in a unique way. That confluence of identities is sometimes called intersectionality. Those myriad categories influence, but do not necessarily determine, one’s life trajectory. They also may influence how a person is perceived and treated by others, including both by individuals and by institutions. The inequitable institutional treatment of certain racial and ethnic groups is sometimes referred to as systemic racism.

To some degree, each person’s individuality and identity are the result of intersectionality. The lens of intersectionality helps both to explore the richness of human experience and to highlight the variations that exist within ethnic diversity. By highlighting intragroup variations, intersectionality can also help challenge group stereotyping and polarization.

(6) Promoting self-empowerment for civic engagement––Ethnic studies should help students become more engaged locally and develop into effective civic participants and stronger social justice advocates, better able to contribute to constructive social change. It can also help students make relevant connections between current resistance movements and those in the past, and to imagine new possibilities for a more just society. The promotion of empowerment through ethnic studies can occur in various ways. It can help students become more astute in critically analyzing documents, historical events, and multiple perspectives. It can help students learn to discuss difficult or controversial issues, particularly when race and ethnicity are important factors. It can help students learn to present their ideas in strong, compelling, clear and precise academic language. It can help students assess various strategies for bringing about change. It can provide students with opportunities to experiment with different change strategies, while evaluating the strengths and limitations of each approach. In short, through ethnic studies students can develop civic participation skills, a greater sense of self-empowerment, and a deeper commitment to life-long civic engagement in the cause of greater community and equity.

(7) Supporting a community focus––Ethnic studies in all California districts should address the basic contours of national and statewide ethnic experiences. This includes major events and phenomena that have shaped our diverse ethnic trajectories. However, individual school districts may also choose to enrich their approach to ethnic studies by also devoting special attention to ethnic groups that have been significantly present in their own communities.

By shaping ethnic studies to include a focus on local ethnic groups, districts can enhance learning opportunities through student-based inquiry into the local community. Such research can draw on multiple sources, such as local records, census material, survey results, memoirs, and media coverage. It can also involve oral history, providing voice for members of different ethnic communities and allowing students to engage multiple ethnic perspectives. This local focus can also create additional opportunities for civic engagement, such as working with city government or presenting to school boards.

(8) Developing interpersonal communication––Achieving the preceding principles will require one additional capability: effective communication. Particularly considering California’s extensive diversity, ethnic studies should help build effective communication across ethnic differences. This includes the ability to meet, discuss, and analyze sometimes controversial topics and issues that garner multiple diverse points of view. In other words, students should learn to participate in difficult dialogues. Further, students participating in ethnic studies will be equipped to analyze and critique contemporary issues and systems of power that impact their lived experiences and respective communities. They will engage in meaningful activities and assignments that encourage them to challenge the status quo and reimagine their futures.

Ethnic studies should help students learn to value and appreciate differences and each other’s lived experiences as valuable assets in our diverse society in order to communicate more effectively and constructively with students of different backgrounds. It should help them communicate and interact with empathy, appreciation, empowerment, and clarity, to interact with curiosity, to listen empathically without judgment, and to critically consider new ideas and perspectives. It should also encourage students to value and respect each other’s position in light of new evidence and compelling insights. Students should not seek to dominate in conversations, but rather practice a model of engagement which places a greater priority on listening, seeking to understand before seeking to persuade.

Even the concepts of “race” and “ethnicity” present challenges. What do they mean? How do they relate to each other? How were concepts of race, like “whiteness” and “blackness” constructed? How has our understanding of race and ethnicity changed over time? How are race and ethnicity as group identities reflected in public documents, such as the US Census and most formal applications? How do these group identifiers impact social connection and division? Ethnic studies should help students address these and other fundamental issues that complicate intergroup communication and understanding.

By operating on the basis of these eight principles, statewide ethnic studies can become a venue for developing a deeper understanding of the opportunities and challenges that come with ethnic diversity. It should advance the cause of equity and inclusivity, challenge systemic racism, foster self-understanding, build intergroup and intragroup bridges, enhance civic engagement, and further a sense of human commonality. In this way, ethnic studies can help build stronger communities, a more equitably inclusive state, and a more just nation.

The following guidelines should inform the development of ethnic studies courses, whether they treat one group or several and whether they are integrated into other content areas (e.g. African American Literature, Chicano history) or stand alone:

● In K–12 education it is imperative that students are exposed to multiple perspectives, taught to think critically, and form their own opinions.
● Curriculum, resources, and materials should include a balance of topics, authors, and concepts, including primary and secondary sources that represent multiple, and sometimes distinctive, points of view or perspectives.
● Students should actively seek to understand, analyze and articulate multiple points of view, perspectives and cultures.
● The instruction, material, or discussion must be appropriate to the age and maturity level of the students, and be a fair, balanced, and humanizing academic presentation of various points of view consistent with accepted standards of professional responsibility, rather than advocacy, personal opinion, bias or partisanship.

...

[Pants-of-dog]

Please note that none of that is actually CRT.

Thank you for providing evidence for the claim that CRT is not taught in K-12 schools, and that conservatives are using this anti-CRT movement to target any progressive discussion on race and ethnicity.

[wat0n]

Please note that none of that is actually CRT.

Thank you for providing evidence for the claim that CRT is not taught in K-12 schools, and that conservatives are using this anti-CRT movement to target any progressive discussion on race and ethnicity.

Which legal theories are currently taught in schools?

The political and ideological themes in the curriculum are shared with those from CRT. For instance, intersectionality and "narrative" are included in the CA template. So is systemic racism.

As such, if CRT itself isn't taught there it's simply because no legal theories are taught at all.

[Pants-of-dog]

@wat0n

I never claimed legal theories were taught in K-12 schools.

And yes, these ideas are also discussed in CRT. Are you arguing that schools should ban any teaching of any ideas discussed by CRT scholars?

[wat0n]

@wat0n

I never claimed legal theories were taught in K-12 schools.

And yes, these ideas are also discussed in CRT. Are you arguing that schools should ban any teaching of any ideas discussed by CRT scholars?

No, I'm showing you are just wrong.

I looked at the sample lessons from Chapter 4 and some of them are not necessarily bad, even if they are clearly not perfect. One that comes to mind is teaching about redlining, which would rely on primary sources and maps showing its effects, teach about the laws that banned it in the 1960s, teach about gentrification, etc - all of which is great as redlining is definitely worth studying and it's proposed to be done in a fact based manner by citing primary sources such as racial covenants and the prevailing laws at each stage of the process, along with contemporary maps that show the racial distribution within cities. One thing I didn't like though is that the module doesn't mention alternative explanations for urban racial segregation such as a desire to "preserve the neighborhood's character", which is odd since opposition to gentrification is often motivated by those concerns.

Others don't seem like they would be a productive use of the students' time, unless you believe teaching about Afro-futurism should be a priority at the K-12 level.

[Pants-of-dog]

The claim was that the course on ethnicity offered in California schools is not CRT.

This is true. It is not CRT. Instead, it discusses some of the same themes and subjects as CRT.

So, if this class were banned because of opposition to CRT, it would be an example of using CRT as an excuse to ban classroom discussions on systemic racism.

Like we have seen in Florida and Oklahoma.

[wat0n]

The claim was that the course on ethnicity offered in California schools is not CRT.

This is true. It is not CRT. Instead, it discusses some of the same themes and subjects as CRT.

So, if this class were banned because of opposition to CRT, it would be an example of using CRT as an excuse to ban classroom discussions on systemic racism.

Like we have seen in Florida and Oklahoma.

Again, no legal theories are taught in K-12 curricula. This is a dishonest take on the topic, as usual.

[late]

Again, no legal theories are taught in K-12 curricula. This is a dishonest take on the topic, as usual.

If irony was explosive, your state would be a pile of smoking ash.

[Pants-of-dog]

Yes, exactly.

No legal theories are taught at that level.

Including CRT.

[wat0n]

If irony was explosive, your state would be a pile of smoking ash.

Do you have anything on topic to add?

Or are you going to whine how people don't read about CRT even when they cite you from the writings by CRT scholars themselves? Also a dishonest take - as usual.

Yes, exactly.

No legal theories are taught at that level.

Including CRT.

But the ideas and philosophy that are pushed by CRT can be taught at the K-12 level, as the example of California shows. By the principle of charity, it's reasonable to assume that's what people refer to when they want to "keep CRT out of our schools".

Ironically, though, the CA curriculum has some elements that could definitely be taught. Racial covenants, redlining and the passing of the laws that made them illegal, for instance, are established historical facts and as such there is no reason not to teach them in history classes (unlike the 1619 Project).

[Pants-of-dog]

If the argument is now that this anti-CRT movement is not designed to target CRT itself but any ideas and viewpoints that could be associated with it, then please note that this is also my argument and the argument in the OP:

I.e. CRT is being used as an excuse to ban or limit any discussion in classrooms about systemic racism and similar topics.

So, yes, that is correct.

[late]

Do you have anything on topic to add?

You've been repeating the same brain dead crap for weeks.

But, sure, you're a troll.

[wat0n]

If the argument is now that this anti-CRT movement is not designed to target CRT itself but any ideas and viewpoints that could be associated with it, then please note that this is also my argument and the argument in the OP:

I.e. CRT is being used as an excuse to ban or limit any discussion in classrooms about systemic racism and similar topics.

So, yes, that is correct.

Targeting those ideas implies targeting CRT itself. Furthermore, the goal of those who seek to ban CRT from schools seems to fight against efforts to push some very specific narratives about topics like systemic racism in the curriculum.

You've been repeating the same brain dead crap for weeks.

But, sure, you're a troll.

Yes, the discussion has lasted for a while. You have yet to provide any original argument on your end, as opposed to quotes and simply whining.

[late]

Yes, the discussion has lasted for a while. You have yet to provide any original argument on your end, as opposed to quotes and simply whining.

That's incorrect. I did here, and started 2 or 3 threads to provide some background to aspects of your fake controversy.

There is a reality out there, you carefully ignore it.

[wat0n]

That's incorrect. I did here, and started 2 or 3 threads to provide some background to aspects of your fake controversy.

There is a reality out there, you carefully ignore it.

No, you have yet to comment on CRT's tenets (such as those I cited from some CRT scholars) or its epistemological approach, for example.

[Rancid]

tenet

:Rancid does laced fingers hand gesture:

You have been recruited.

[Rancid]

@wat0n

[late]

No, you have yet to comment on CRT's tenets (such as those I cited from some CRT scholars) or its epistemological approach, for example.

I have been involved in education issues for half a century.

Take your BS and flush it.

[wat0n]

I have been involved in education issues for half a century.

Take your BS and flush it.

I'll happily do it inside your mouth, even more so since that was a non-response.